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Making Sense of Listening: The IMAP Test Battery
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It is the examinee's IQ.

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This study investigated assessor bias in the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV). Results show WISC-IV scores are valid measures of children's intellectual abilities, with minimal assessor variance.

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Area of Science:

  • Psychometrics
  • Child Psychology
  • Educational Assessment

Background:

  • Concerns regarding assessor bias in intelligence testing persist.
  • The Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) is a widely used measure of child intelligence.
  • Previous research has questioned the influence of individual assessors on WISC-IV scores.

Purpose of the Study:

  • To investigate the extent of assessor bias in the WISC-IV.
  • To determine if assessor variance significantly impacts WISC-IV scores in a large, representative sample.
  • To provide empirical evidence regarding the validity of WISC-IV scores in relation to assessor effects.

Main Methods:

  • Hierarchical linear modeling was applied to a standardization sample of 2,200 child WISC-IV records.
  • Covariates included child age, gender, ethnicity, parental education, and intellectual abilities to control for nonrandom assignment.
  • Between-assessor variance was analyzed for Full Scale IQ and WISC-IV subtest scores.

Main Results:

  • Level 2 assessor variance was trivial for Full Scale IQ and most WISC-IV scores (1%-5%).
  • The Comprehension subtest showed a moderate level of between-assessor variance (10%).
  • After adjusting for covariates, minimal impact of assessor differences on overall WISC-IV scores was observed.

Conclusions:

  • WISC-IV scores demonstrate validity as measures of children's intellectual abilities.
  • There is no substantial evidence of harmful assessor bias affecting WISC-IV scores in this large-scale study.
  • The findings support the reliability and consistency of WISC-IV administration and scoring across different assessors.